Unit 3 Be Active and Healthy!-Section 4 Expanding Our Horizons 教案-2025-2026学年高中英语冀教版必修第二册

Unit 3 Be Active and Healthy! Section 4 Expanding Our Horizons 教学目标和重难点 教学目标 Language Ability: Master health-related words and sentences to express views fluently. Cultural Awareness: Understand health concepts in different cultures. Thinking Quality: Analyze health issues critically and put forward reasonable suggestions. Learning Ability: Develop autonomous and cooperative learning skills in health-themed activities. 教学重难点 Key Points: Master core vocabulary (e.g., sedentary, sufficient, diabetes) and comparative structures; understand the connection between lifestyle and health. Difficult Points: Use comparative structures flexibly and put forward practical healthy suggestions in English. 教学过程 Step 1: Lead-in The teacher starts the class by showing a set of contrastive pictures on the screen: one picture shows a person sitting in front of a computer for a long time, eating fast food and looking tired; the other picture shows a person jogging in the park, eating fresh vegetables and smiling. Then the teacher asks two questions in English: “What do you find from the two pictures?” “Which lifestyle do you think is healthier?” After asking the questions, the teacher invites 2-3 students to share their answers. During the sharing process, the teacher gives positive comments and guides students to use simple English to express their views, such as “The first person’s lifestyle is not healthy because he is sedentary.” “The second person keeps active, so he is healthier.” Then the teacher naturally leads to the theme of this lesson: “Today we will explore more about healthy lifestyles and how to keep active and healthy through Section 4 Expanding Our Horizons.” Design Intention: The contrastive pictures can quickly attract students’ attention and arouse their interest in the theme of “active and healthy”. The simple and direct questions provide students with opportunities to express themselves in English, help them review the relevant knowledge learned in the previous sections of the unit, and lay a good foundation for the subsequent learning. At the same time, it guides students to think about the importance of healthy lifestyles, which is in line with the emotional goal of cultivating students’ positive life attitudes. Step 2: Pre-reading First, the teacher introduces the new words and phrases needed in this section. The teacher presents the core vocabulary (sedentary, sufficient, diabetes, illustrate, shock, rural, transportation, boxing) and key phrases (sedentary lifestyle, suffer from diabetes, take sufficient exercise, public transportation) on the screen, with phonetic symbols, Chinese meanings and simple example sentences. For example, for “sedentary”, the teacher says: “Sedentary means sitting for a long time and not taking much exercise. A sedentary lifestyle is bad for our health. For example, many students become sedentary because they spend too much time on computers.” Then the teacher asks students to read after him/her twice to ensure that students master the correct pronunciation. For some difficult words, such as “diabetes” and “illustrate”, the teacher explains them in simple English and combines with life examples to help students understand their usage. Next, the teacher introduces the background of the text. The teacher says: “This section will talk about the differences in lifestyles between urban and rural areas, and how these differences affect people’s health. We will also learn some scientific suggestions on keeping healthy. Before reading, let’s think about a question: Do you think there are differences in lifestyles between people living in cities and those living in rural areas? If yes, what are they?” Then the teacher organizes students to have a short group discussion (4 students in a group) and invites each group to send a representative to share their ideas. Design Intention: The pre-reading link focuses on solving the language barriers for students to read the text. By introducing new words and phrases with example sentences, students can not only master the pronunciation and meaning of the words, but also understand their usage in context, which helps them read the text smoothly. The background introduction and group discussion can help students form a preliminary understanding of the text content, activate their existing knowledge reserve about urban and rural lifestyles, and improve their enthusiasm for reading the text. At the same time, group discussion can cultivate students’ cooperative learning ability, which is an important part of the four-dimensional core literacy. Step 3: While-reading This step is divided into two parts: fast reading and careful reading, to help students gradually understand the text content from the overall to the local. First, fast reading. The teacher asks students to read the text quickly and answer two questions: 1. What is the main topic of the text? 2. What are the two main lifestyles mentioned in the text? After students finish reading, the teacher invites students to answer the questions. The correct answers are: 1. The text mainly discusses the differences in lifestyles between urban and rural areas and their impacts on people’s health, and puts forward suggestions on keeping healthy. 2. Sedentary lifestyle (mainly in urban areas) and active lifestyle (mainly in rural areas). Then, careful reading. The teacher asks students to read the text carefully and complete three tasks: Task 1: Underline the key information about the sedentary lifestyle in urban areas, including its characteristics and impacts on health. Task 2: Underline the key information about the active lifestyle in rural areas, including its characteristics and impacts on health. Task 3: Find out the suggestions on keeping healthy mentioned in the text. After students finish the tasks, the teacher organizes the whole class to check the answers together. For Task 1, the key information includes: Urban people often have a sedentary lifestyle because they spend most of their time working in offices, using computers and taking public transportation; they eat more fast food and have less time to exercise; this lifestyle may lead to weight gain, diabetes and other health problems. For Task 2, the key information includes: Rural people have an active lifestyle because they do more physical work, such as farming and walking; they eat more fresh vegetables and fruits; this lifestyle helps them keep healthy and reduce the risk of diseases. For Task 3, the suggestions are: Take sufficient exercise every day, avoid a sedentary lifestyle, eat a balanced diet, and keep a positive attitude. During the checking process, the teacher pays attention to guiding students to analyze the sentences in the text, especially the sentences using comparative structures, such as “People in rural areas are more active than those in urban areas.” “A balanced diet is more important than eating expensive food.” The teacher explains the structure and usage of comparative structures in combination with these sentences, helping students master the key grammar points of this section. Design Intention: Fast reading helps students grasp the main idea of the text quickly and cultivate their ability to obtain key information efficiently. Careful reading enables students to understand the details of the text, master the key information about different lifestyles and health suggestions. By analyzing the comparative structures in the text, students can combine the text content with grammar learning, which not only improves their reading ability, but also helps them master the key grammar points, achieving the goal of integrating language knowledge and language skills. At the same time, guiding students to analyze the impact of different lifestyles on health helps them form a correct understanding of healthy lifestyles, which is in line with the cultural awareness and emotional attitude goals. Step 4: Post-reading This step includes three activities: text retelling, group discussion and language practice, to help students consolidate the knowledge learned and improve their language application ability. Activity 1: Text retelling. The teacher divides students into groups of 3, and asks each group to retell the text according to the key information they underlined in the careful reading link. The teacher provides a retelling outline on the screen: 1. The main topic of the text. 2. The characteristics and impacts of sedentary lifestyle in urban areas. 3. The characteristics and impacts of active lifestyle in rural areas. 4. The suggestions on keeping healthy. Each group has a discussion for a while, and then each group sends a representative to retell the text in front of the whole class. The teacher gives comments on their retelling, pointing out their advantages and deficiencies, and guides them to use the new words and comparative structures learned in the lesson. Activity 2: Group discussion. The teacher puts forward a discussion question: “Combined with the text and your own life experience, what changes can you make in your daily life to keep active and healthy?” The groups discuss the question freely, and the teacher walks around the classroom to guide students to express their views in English, encouraging them to use the new words and sentences learned in the lesson. For example, students can say: “I will reduce the time I spend on computers and take more exercise every day.” “I will eat more vegetables and fruits and less fast food.” After the discussion, each group shares their discussion results with the whole class, and the teacher gives positive comments and supplements. Activity 3: Language practice. The teacher designs two exercises on the screen: Exercise 1: Fill in the blanks with the correct form of the given words (sedentary, sufficient, shock, illustrate). Exercise 2: Complete the sentences with the correct comparative structures. For example, 1. This kind of food is ________ (healthy) than that kind. 2. People who take more exercise are ________ (energetic) than those who are sedentary. Students finish the exercises independently, and then the teacher checks the answers together, explaining the difficult points and common mistakes. Design Intention: Text retelling helps students consolidate the text content and improve their oral expression ability. Group discussion encourages students to combine the text knowledge with their own life experience, which not only improves their language application ability, but also guides them to think about how to keep healthy in daily life, realizing the integration of knowledge and practice. Language practice helps students consolidate the new words and comparative structures learned in the lesson, improving their ability to use language accurately. These activities fully reflect the requirements of cultivating students’ language ability, thinking quality and learning ability. Step 5: Summary and Extension First, the teacher leads students to summarize the content of this lesson. The teacher asks students to recall: “What have we learned today?” Then the teacher summarizes together with students: 1. We have learned some core vocabulary and key phrases related to health and lifestyle. 2. We have mastered the usage of comparative structures. 3. We have understood the differences in lifestyles between urban and rural areas and their impacts on health. 4. We have learned some practical suggestions on keeping healthy. Then, the teacher makes an extension. The teacher says: “Health is the foundation of our study and life. In addition to the suggestions mentioned in the text, there are many other ways to keep healthy, such as getting enough sleep, keeping a happy mood and so on. After class, please find more information about healthy lifestyles and share it with your classmates in the next class. At the same time, please try to put the suggestions we learned today into practice and keep a healthy lifestyle.” Design Intention: The summary helps students sort out the knowledge learned in the lesson, form a systematic knowledge framework, and consolidate the learning results. The extension activity not only expands students’ knowledge reserve about healthy lifestyles, but also guides students to apply the knowledge learned to real life, helping them develop good living habits. At the same time, it encourages students to carry out autonomous learning after class, improving their learning ability, which is in line with the requirements of the four-dimensional core literacy. Step 6: Homework The teacher assigns three layers of homework to meet the needs of different students: 1. Basic homework: Copy the core vocabulary and key phrases learned in this lesson, and make 5 sentences with each word or phrase. 2. Intermediate homework: Write a short passage (80-100 words) about your own lifestyle and how you will keep active and healthy. 3. Advanced homework: Find an English article about healthy lifestyles, read it carefully, and write a 100-word summary. Design Intention: The layered homework takes into account the differences in students’ English level, ensuring that every student can complete the homework within their ability. The basic homework helps students consolidate the new words and phrases; the intermediate homework helps students improve their writing ability and apply the knowledge learned to practice; the advanced homework encourages students to carry out autonomous reading and improve their reading and summary ability. This kind of homework design is conducive to cultivating students’ learning ability and meeting the requirements of personalized teaching. 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $